The article presents a conceptual model of an adaptive technology for reviewing the school mathematics course, developed in response to contemporary educational challenges, such as digitalization, child-centered approaches, learning losses, and the need for personalized learning. The feasibility of applying adaptive technologies during the final review and systematization of knowledge among high school students is substantiated, based on the principles of learner-centered education, microlearning, the use of information and communication technologies, and structured logical schemes. A model for constructing an individual learning trajectory is proposed, taking into account students’ prior knowledge, level of mastery, pace of work, and the need for feedback. This model was built taking into account elements of adaptive learning and technologies of structural and logical schemes and microlearning. A task coding system has been developed, encompassing thematic content, difficulty level, and task format, which serves as the basis for creating a task bank for adaptive testing. The proposed solution allows for the implementation of the educational process in individual, blended, or distance learning formats, with the integration of modern digital tools and artificial intelligence. It is proposed to use artificial intelligence tools to develop and adapt some examples and tasks when creating a task bank, as well as to automate checking answers and providing feedback. The practical significance lies in the creation of a tool that can be implemented in the educational process in institutions of general secondary education, professional (vocational and technical) education to increase the level of mathematical competence and overcome learning losses. It is envisaged to use the described development for the review and systematization of the school mathematics course by high school students and future applicants who are preparing for standardized testing. The practical value lies in the creation of a tool that can be integrated into the educational process to enhance mathematical competence and address learning gaps. Future research prospects include the expansion of the task bank, the development of supplementary educational content, and the piloting of the model in real educational settings
Yuliia Tykhonenko (Thu,) studied this question.